It’s hard to believe that another year is almost over! As it drawstoaclose,we’dliketosharewithyousome snapshotsandhighlightsofyourchildren'slearningexperiencesduringTerms2and3
We hope there hasalreadybeensomelivelydinnertablechataboutyourchild’srecentexperiences,whether about what they learned by revising and sitting for formal examinations during Assessment Week, or about Grade 10 World of Learning as the culmination of months of preparation: composing CVs, researching and findingplacementopportunities,writingapplicationletters,attendinginterviews,andlearninghowtoengage withtheadultprofessionalworld We’vereceivedsomedelightfulfeedbackfromWoLhostsaboutourstudents, commending them for their engagement, maturityandinitiative.Wearesoveryproudoftheirachievements andwehopeyourchildfeelsthistoo
Grade9studentshavehad,orareabouttohave,someremarkableexperiencesoftheirownontheirOutdoor Educationexpedition-connectingwithnature,makingnewfriends,andembracinglearningopportunitiesand challenges unlike anything a classroomcangivethem(nextup,Grade11ProjectWeek!)Thosewhoattended the March-April trips came back exhilarated, exhausted and with a whole host of new skills and special memories
Grade 9 students in CriticalPerspectiveshadsomehands-onexperiencesthistermrelatedtosustainability andconscientiousconsumption Studentslearnedabouttheethical issuesrelatedtothecurrentdeodorant industryandtriedtheirhandsatmakingeco-friendlyalternatives.Theyalsolearnedmoreaboutourcampus chickenfamilyandhowtheycontributetoourcommunity
What happens when you combine a mobile repair cart, 4 thoughtful Gr. 10 students, and a Critical Perspectives project unpacking conscious consumption? You get "Keep Fixing Clothes" - a student-led initiativethatchallengedourcommunitytorethink,repair,andresistourmodernthrowawayculture.
Students designed the setting and ran a mobile repaircartoverlunch,completewithsewingsuppliesand tools to showcasehowtorepairworn-outclothing Theyengagedwitheveryonepassingbyincreativeand gregarious ways. Cleverly, this wasn’t just about fixing buttons orpatchingseams....itwasaconversation starter!
Physical&WellnessEducation
G9&10PhysicalandWellnessEducation
The students are currently in their tournament unit where classes join together and have some fun and friendlycompetition.
Working on self management, collaboration and communication, students engage in avarietyofactivities thathavebeencoveredthroughouttheyear.
G9EssentialEnglish
EnglishLiteratureandLanguage-G9
Studentswrappedupajournalismunitthataskedthequestions:Whodecideswhichstoriesmatter?Howcan we critically consume stories in a world increasingly rife with misinformation? Students analysed how journalists, editorialists, and documentarians construct narratives through style and form, and the ethical andepistemologicalresponsibilitiesthatwritershaveasproducersofinformation.ThisculminatedinStories that Matter Day, where students participated in micro experiences of the journalistic process,andlearned from a breadth of journalists from our human library. They met and interviewed professional writers, filmmakers,andnewsmakerswithstoriestoshare,andcameawaywithamoreroundedappreciationofhow, an
The final unit got the students thinking: When are word ow writers use the graphic form from the photorealistic to theabstract-–toexploresignificantissuesthrough literature. Students also studiedthehistoricalgraphicmemoirMausbyArtSpiegelman,movingfrommicro analysis of the text to macro ideas about representation and retelling history, and applying skills such as interpreting symbolism, assessing structure, evaluating characterisation, and understanding how text and image work multimodally Students celebrated their newfound expertise of the graphic form and understanding of how written and visual languageinteractbyauthoringtheirowninterpretationsofMaus, andcelebratedtheirwritingwithavernissageofsortstoshowcasetheircreativetalents.
EnglishLiteratureandLanguage-G10
G10EssentialEnglish
Howhavepoetsthroughouttimeplayedwiththeverseform?Whyisittheformweo enturntointimesof great emotional upheaval? We triedtoanswerthatquestionbygoingbacktotheAncientGreeks, reading someofthefirstextantexamplesofthelyricandepicverseformsintheworkofSapphoandHomer.Wetook alyricaljourneythroughdifferentartisticmovementsovertimetoexaminethewaysinwhichpoetsfromthe Renaissance through to the Romantic, Modern and Postmodern eras have expressed human emotion and experience in a range of creative and unusual ways. Students developed their knowledge of how to work closelywiththeconventionsoflanguageandverse,expandedtheirtechnicalvocabulary,andrespondedto theworkofarangeofbrilliantpoetsandlyricists(suchasDerekWalcott,ElizabethBishop,SimonArmitage, Lin Manuel Miranda, Seamus Heaney, Sylvia Plath, William Carlos Williams, Pablo Neruda, Nick Cave, Elizabeth Barrett Browning, William Shakespeare, Phil Kaye and Sarah Kay) through a rangeofresponses:
detailed annotations, short ‘micro-lessons’ teaching each other a poem, oral discussions, close analytical essaywritingand,finally,acomparativeacademicessay(1000-1200words)basedontheworkoftwopoets
Wecontinuedourstudyofversebymoving to focus on performance. In the late Elizabethan and early Jacobean periodsof English literature, plays were predominantly written in verse Our focus was on the works of William Shakespeare, exploring either Macbeth or Romeo and Julietindetailanddepth,withaconceptual focus on how these plays have endured throughsomanyadaptationsonbothstage and screen over time. Students examined closely different film/stage directors’ interpretations of key scenes from the original play, discussing how directorial choicesemphasisespecific readingsoftheplay’slanguage,charactersandthemes,anapproachknownasperformancecriticism.
Luckily for some, SingaporeRepertoryTheatregaveamagnificentperformanceofMacbethinFortCanning recently as partoftheirlegendaryShakespeareintheParkseries,sostudentscouldseealivestageversion forthemselves.Ourfinalfocuswasonpreparingfortheendofyearexams,withstudentsrevisingtheirnotes and preparing extended writing about the play, focusing specifically on writing critically about how a key sceneintheplaylinkstothewhole–anapproachtheywillcomebacktowhentheystudyatIBDiplomalevel inGrade11.
If you look closely at the image above, can you tell which fictional genre we explored this term in Grade 9 Enrichment English? Our Grade 9 Enrichment English students have been truly criticalandcreativeintheir thinkingoverthispastterm Inexploringthecomplexgenreofdystopianfiction,theyanalysedsomehighly creativeandunusualdystopiansci-fishortfilms,readarangeofshortstoriesandextractsfromfictionwriters such as Margaret Atwood, Kurt Vonnegut,RayBradbury,GeorgeOrwellandAldousHuxley,inadditiontoa deeper reading of Kazuo Ishiguro’s wonderful genre-bending work of speculative fiction Never Let me Go Through their analytical exploration of different works, they were able to answer questions including: How can you use characters, settings and events to create a believable and thought-provoking alternate reality? How do authors find inspirationfortheirdystopianstories?How–andtowhatends –canauthorsdrawanddeviatefromgenreconventions?While exploring these works in a more critical way, students were encouraged to think more closely about how fiction can be a tooltocritiqueourworld,anddrew–sometimesuncomfortable–parallelsbetweenworks(somecreated80 yearsago)whichstillresonatewithoursocialorpoliticalconcernstoday
Weconsideredthewaysinwhichwritersandcreatorsofsci-fidystopiafortelevisionsuchasSquidGameand BlackMirror,reflecttheanxietiesandtensionsofourmodernworld,suchashowgrowingeconomicdisparity can cause people to take desperate measures, or how advances in technology can be abused for the economic benefit of so ware conglomerates Ultimately, these ethical, exploratory questions led the studentstoplantheirownsci-fidystopianstorypremise,choosingtoeitherwritetheopeningtotheirstory, create a key setting within the story, or write a treatment for their own fictional series with a detailed rationalefortheirchoices.Justbeforetheendofterm,wemanagedtosqueeze-inaperformanceofaoneact play An Incomplete Encyclopedia of HugsbySarahPeters,performedbyConundrumtheatrecompany.This inventive, heart-warming play telling the story of a character called Juno was a huge hit at the Adelaide Fringefestivalearlierthisyear,andwasawonderfulwaytocompletea(deliciously–theG9swillunderstand it!)fantasticyeartogether.
Since comparing Homer’s Iliad with the modern revisioning The SongofAchilles,andtheirinquiryintothe evolution of a foundational story from their own culture, the Grade 10 Enrichment English students have beenresearchingtheevolutionofpoetryandanalysingTheGreatGatsbyasamythforthemodernage
Building on their workinEssentialEnglish,thestudentswereresponsibleforresearchingthecharacteristic verseforms,stylesandpoeticconcernsofaparticularperiodormovement,inthecontextofearlierliterary traditions and conventions, and in the light of contemporary social, political and cultural events They developedsomesuperbinsightsandshowingimpressiveconceptualunderstanding:
“Many periods have interesting connections and parallels in form and style, whilst o en differinginsocialthematicconcerns,particularlytheperiodsprogressinga ereachothercreatingacycleofrejectionandcontinuation Oneexampleofthisisthecountermovement of metaphysical poetry, a er Renaissance poetry, and its treatment of the existence of God Another example is modernismandpostmodernismpoetryandtheinfluenceoftwo world wars on society and culture - causing people to feel as though an ordered and predictable life may be impossible, and as such throwing out the more rigid, highly structuredpoeticformsofthepreviousperiodsinfavouroffreeverse”
Mythsforthemodernage
Thestudents’examinationoftwopoemsfromtheirassignedperiodswasunderpinnedbyourclassstudyof thenarrativepoemBrandNewAncients,developingtheirskillsinclosepoeticanalysisandessaywriting,and movingtheirthinkingtohowstoriesofoldcanserveasmythsforthemodernage Thefinalunithasnuanced theirunderstandingagain,exploringthenovel'TheGreatGatsby'asanexampleofmodernmythmakingand the ways in which authors have challenged some of our world's more pervasive cultural mythologies By engaging with conceptual questions about literature, and practising idea-mapping based on the multiple workstheyhavestudiedthisyear, thestudentsarefeeling wellpreparedfortheirstudyofEnglishatIB. BacktoCourseMenu
EnglishasanAdditionalLanguage-G9
G9EAL
This term, our Grade 9 class completed two units of study. In our firstunit,weexploredthestructureand purpose of a news story We examined important language features, such as the passive voice, reported speech,andthepresentperfecttense.Wealsolookedatstructuralpartslikeheadlinesandbylinesandthe useof‘wh’questionwordstoestablishkeyfactsatthebeginningofthestory Westudiedhowthesedifferent elementsworktogethertoachievethegoalofanewsstory,andaimedtoanswerquestionslike:Whatkindof information should be included in a news story, and in what order? Fromthisexploration,wecreatedasetofguidelinesforwritingnews articles. We then practiced writing our own news stories, following theserules
Our second unit focused on fictional narratives, or made-up stories. WeusedworksbyAliceWalker,RoaldDahl,andsomePixarshortfilms to study the basic parts of narratives. These included plot structure (how the story unfolds), setting (where and when the story takes place),conflict(themainproblem),andcharacter
A er understanding these foundational elements, we looked deeper intowhatmakesafictionalstorysoengaging.Weexploredideassuch as theme (themainmessage),tone(thefeelingofthestory),andthe use of literary devices (tools authors use to maketheirwritingmore effective).Usingallthisknowledge,studentschoseeithertocreateastoryboardforaPixar-styleshortfilmor towritetheirownshortstory,producingsomegreatideas!
EnglishasanAdditionalLanguage-G10
G10EAL
This term, in our unit on journalism and the news, we explored important questions such as: What is journalism, and how do journalists write? What makes a story meaningful and newsworthy? How can we writeinwaysthataretruthful,believable,andfair?Canwetrulyavoidbiasinwriting?
Tobegin,wefocusedonunderstandingwhatjournalismmeans Welookedatexamplesandnon-examples of journalism. This helped us identify its main characteristics. A er this, we created our class definition and compareditwithofficialdefinitionstocheckourunderstanding.
Building on our Grade 9 work with news articles, we broadened our understandingof journalisticwritingtoincludefeaturearticles and opinion pieces We carefully examined the unique elements of each type, noting their similarities and differences, and discussed how these qualities help each achieveitspurpose.
We also learned about how personal opinions and unfairness, known as bias, can appear in journalistic writing.Wespenttimeunderstandinghowtospotbiasandhowtoavoiditinourownwriting.Thishelpsto makesureourwritingistrustworthy
For their final assessment, students received several news articles. They then discussedthesearticlesina Socraticseminar,whichisatypeofguideddiscussion Inthisseminar,studentsshowedtheirknowledgeand criticalthinkingskills.Theyidentifiedhowmuchbiaswaspresentinthenewsarticlesanddiscussedhowthis biascouldhavebeenprevented.
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SchoolSupportedLiteratureandLanguage(SSL)-G9
AspartoftheWhat’sinaSong?unit,SSLstudentshave studiedarangeofsongsandpoemswrittenintheir first language. As they reflected on their differences and similarities, they considered the significance of concepts such as form, rhythm and sounds in conveying a message and creating an emotional impacton readersandlisteners.
“In this unit, I learnt about the structure and elements of poetry and songs, as well as how to analyse the context, tone, and the use of figurative language. I was also able to learn how different poems and songs expressdeepmessagesonglobalissues,andhowtheyareabletocontainalotmoremeaningthanwhatyou see on the surface. I now understandthatsongsandpoemscancommunicateemotionsandideasinvarious creativeways.Theycanbebothpersonaloruniversallyrelatable,usingspecificwordchoicesandstructureto connectpeoplewithsimilarexperiencesorinterestsfromallovertheworld WhatIfindmostimpactfulinthis unit is understanding how songs specifically can send meaningful messages about real-life experiences and issues By analysing different lyrics, I’ve realized that music can make people think andreflectonimportant topics.”
“Inthisunit,Ilearntabouttheimportanceofstorytellingandpersonalreflectionandhowtodrawfromourown experiences to create a non-fictional narrative. I have a deeper understanding ofhowautobiographieso en reflectthegrowthandcomingofageofapersonandhowtheirindividualexperienceshaveshapedtheperson theyaretoday Thewritingprocessnotonlyhelpsthemreflectonexperiencesbutalsomakesenseofthemin ordertoinspireandinformothers. WhatIfindmostimpactfulinthisunitisthatitshowsthedifficultyandyet the effectiveness of vulnerability in narration The autobiographies reflect the writer's own voice, tone, and emotions,makingthemfeelmoregenuineandrawwhichcannotbereplicatedinfictionalwriting.
“The process of writing our own autobiography has been challenging As weareyoungerthanmostauthors whowriteautobiographies,wehaven’texperiencednearlyasmuchandtheexperienceswehavehadmayseem too typical and generic for us to write about Once we do have an idea, it is important to think about both introspection and retrospection which is challenging to explore and analyze deeply. I am going to make progress by focusing on the emotions I had feltatthetimeandhowtheyreflecttheexperienceandmoment thatIlivedandhowalltheseindividualmomentshaveimpactedmeasapersontoday” Zoé
ChineseLiteratureandLanguage-G9
G9ChineseLiteratureandLanguage
This term, students have explored how a novel develops characters, plot and setting to present the relationshipbetweenhumansandnature,andbetweenindividualsandsociety.Studentsfurtherdeveloped their skills in literaryanalysiswritingandhadtheopportunitytocreativelyrespondtotextsthroughvaried forms such as drama and comics. In the final unit, students have studied the concepts of viewpoint, perspective, and argumentation, using their understanding to explore their personal views on the relationshipbetweenhumansandAI,andexpressingtheirideasthroughdebate.
This term, students engaged in the Multimodal Presentation unit and explored how globalissuescanbe represented through movies, photos, and advertisement. They have learned the visualtechniquesusedin moviesandworkedonacreativeprojecttoproduceamicromovieorpublicserviceadvertisement Students enjoyed the project very much, as it provided them with a great opportunity to showcase theircreativity, developcollaborativeskills,andapplyliterarytechniquesinpractice.
The project culminated in a showcase of their work and peer assessments Students have continued to explore global issues such as race, family relationships, women's rights, and immigration by studyingand comparing literary and non-literary texts, gaining an understanding of how different texts represent real worldconcerns
ChineseAcquisitionAdvanced
G9ChineseAdvanced
This term, the students explored the impact of technological inventions on our learning and daily life . Focusing on topics such as computers, mobile phones, theinternet,socialmedia, and the digital economy, they examined the advantages and disadvantages of these technologies. Special attention was given to how these inventions have changed family relationshipsandculturaltraditions.
This term, students engaged with topics such as leisure activities, maintaining a healthy lifestyle, and exploring LOHAS (Lifestyles of Health and Sustainability) facilities. These themes provided meaningful contextsforlanguagelearningwhileencouragingdiscussionsonpersonalwell-beingandsustainableliving Through a variety of classroom activities, students strengthened their listening, speaking, reading, and writingskillsinanintegratedandengagingway
In addition, we have started transitioning from handwritingtotypingessaystobetterpreparestudentsfor theIBDigitalPaperformat Thisshi aimstobuildstudents'confidenceandfluencyinwrittenChineseusing digitalplatforms.
Overall, students have demonstrated steady progress in both their language proficiency and cultural understanding,whileadaptingwelltonewlearningformatsandexpectations.
ChineseAcquisitionContinuation-G10
G10ChineseContinuation
Between Chinese New Year and the April break, Grade 10 Chinese Continuation students have explored traditional Chinese festivals and customs while discussing strategies for maintaining healthy eating and lifestylehabitsduringholidaystopreventpost-holidayfatigue
A new text type - the set of instructions - was introduced in this unit. Through interactive activities like “runningdictation,”studentsimmersedthemselvesinvocabularyandsentencestructures,showcasingtheir understandingofinstructionaltextfeaturesthroughgrouppresentations Thesecollaborativetasksnotonly improved their listening, speaking, reading, and writing skills in Chinese but also strengthened peer connectionsandfosteredteamwork
As Grade 10’s World of Learning Week approached, the final unit of the year focused on future career planning, seamlessly linked to the internship program. This unit captivated students as they analysed job advertisementsandpractisedidentifyingexplicitandimplicitdetailsinjobpostings.Astandoutmomentwas students confidently composing job application letters in Chinese in the end-of-year exam, which is an invaluableskillfortheirfuturecareers.
TopreparestudentsfortheIBChinesecurriculuminGrade11,allassessmentsandquestionformatsthisyear m xposurefamiliarisedstudents w
FrenchAcquisitionContinuation-G9
G9FrenchContinuation
In the last unit, Grade 9 students explored the concept of well-being, gaining insightsintohealthyhabits, nutritionalchoices,andculturaltraditions.Theyalsocomparedaspectsofwell-beinginFrenchculturewith thoseoftheirown.HereareAnanya’sandDhirti’sreflectionsonthisUnit:
“WhatIfindmostimpactfulinthisunitisthefactthatwearelearningaboutsomethingthatisveryapplicable toeverydaylife Everyonehasadietand,o eninEnglish,wetalkabout whatahealthydietis Sothefactthat wearelearningitinFrenchreallymeansthatwearebeingtaughttohaveeverydayconversationsintheFrench language.Thishasdefinitelybeenmyfavouriteunitsofarbutonethingthathasbeenchallengingisfiguring out how to use 'du, de la, des, de,d', de l' ' correctly As I practice more, I feel like I'm getting a better understandingonhowitworksandhopefullywithmorepractice,I'llbeabletomastertheskill!”Ananya
“I learned about mental and physical health and to use all of thetenseswelearnedinthepreviousunitsto strengthen my learning. I can now communicateabouthowthereisnotjustoneaspecttohealthylivingbut manysuchasdietandphysicalactivity,andlearningtoexpressmyopinionsabouttheseinFrenchhasbeena greatexperience.Mostimpactfulinthisunitisbeingabletospeakandwriteabouthoweveryonehasdifferent waysofhealthyliving,forexample,somepreferswimmingandotherspreferfootball Evenwithdiets,someare vegetarianandsomeeateverything,neitherareunhealthyandallareanindividualchoice. Morechallenging islearningtheexceptionstoconjugationrules,butIunderstandthatthisonlycomeswithpractice,sotomake progressthatiswhatIplantodo”
Dhriti
Oneofthemostmeaningfulmomentsforthestudentswascra ingtheirspeechesascandidatesintheclass representativeelections.Theycreatedeye-catchingcampaignpostersandpresentedcompellingspeechesto their peers, hoping to earn their votes The results were exceptional students showcased remarkable creativity,bothintheirwritingandtheirideas,throughouttheentireprocess.Additionally,theyexploredkey linguistic concepts including context, audience, variation, and meaning which are vital forcra ingtexts that follow appropriateconventionsandregister.Thisfoundationsetthestageeffectivelyforthenextunit, whichcentredonstudents'futureplansandaspirations.
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FrenchAcquisitionContinuation-G10
G10FrenchContinuation
In our last two units, students had the opportunity to reflectontwokeyconcepts,GlobalInteractionsand Culture WeexploredthemainenvironmentalissuesandwhatitmeanstobevulnerableinFrance,especially for children, and howandwhyFrenchpeoplegetinvolvedinNGOsto supporttheirfellowcitizensortheenvironment Welinkedourinquiry totheUN’sSustainableDevelopmentGoals,whichallowedforamore globalreflection.G10studentshavenowreachedalevelofproficiency thatenablesthemtodiscussthesereal-worldcomplexissuesinFrench and to consider different cultural perspectives, and they are rightly proudofit Theyalsodevelopedawiderrangeofcomplexstructures,includingtheconditionalmoodandthe famous“si”structuretoexpresshypotheses.Ithasbeenafulfillingterm,leadingtofutureIBDPendeavours.
“In this unit, I learnt about the impacts of poverty on the vulnerable in France and aroundtheworld,whilst learning a plethora of vocabulary and complex structures to complement the communication of this understanding in French. There are many ways that everyone,includingstudents,canhelpcombatthisissue around the world, and I am able to express these ideas in French using French structures that allow the expressionofconditionality WhatIfindmostimpactfulinthisunitishowitprovidesadifferentperspectiveon theissueofpoverty,itscausesanditsconsequencesfromaFrenchandfrancophoneperspective,asopposedto solelyanEnglishorSingaporeanone WhatIfindchallengingisthecomplexityofthevocabulary,structuresand tenses involved in expressing such complex ideas around this problem. I am going to make progress by consistently practising, whether it be reading or listening comprehension exercises, or Quizlets to build my vocabulary,toincreasemyconfidenceinusingnewstructuresandvocabularymorefluently”Jack
“WelearntaboutpovertyinFranceandaroundtheworld,andhowtousesomecomplexstructuresindifferent tensestoexpressideaswehaveaboutpoverty,andwhatwehopefortheworld.Weunderstandthatthereare manythingstobedonetotryandhelppeopleinunfortunatesituations,butwehavealsounderstood,andare now able to express, that there are many short-term goals that may not work as well as we thought. Most impactful in this unit is being abletotalkaboutcomplextopicsthatareprevalentintoday'sworldinFrench. Thisunit,alongwiththeEnvironmentunit,helpsustouseFrenchvocabularyandstructureslearntthroughout theyeartoconnecttorealworldissues.” AnushkaandMaya
JapaneseLiteratureandLanguage-G10
G10JapaneseLiteratureandLanguage
Over the literature unit, we have explored poetry, drama, and manga, with a particular focus on themes of war Students analyzed the themes and messages conveyed by the authors and examined how literary techniques and devices are used to evoke specific effects on readers.
were also fortunate to have rare and meaningful opportunity to host a Hibakusha survivor of the atomic bomb) campus, where she shared powerful testimony with us. our most recent unit, we delved into issues surrounding media in Japan and globally
Students engaged with various text types, including editorials, newspaper articles, and online content, to better understand these challenges. We also reflected on ways to improve the current media landscape for the future. The students are now creating poems and posters centered on the theme of war These will be presented in class of final oject showcase.
SpanishAcquisitionBeginners
G9SpanishBeginners
This term, the Grade 9s have focused on the topics of food and clothing, expandingkeyvocabularyand useful expressions Through theatre performances, students have practiced the language in creative situations. We have also reviewed basic concepts such as numbers, telling the time, and more, through interactivegameslikebingo,makingthelearningdynamicandfun.
G10SpanishBeginners
This term, Grade 10 students have explored different Hispanic festivals-creatingapresentationaboutthe topic, as wellastheirownpodcastaboutafamousHispaniccharacter.Theyhavewrittentheirownscripts, conductedresearchabouttheperson,andusedthetwopasttenseslearnedinrecentunits.Theyhaveeven selectedandrecorded themusicfortheirpodcast!
SpanishAcquisitionContinuation
G9SpanishContinuation
AspartofourexplorationofeverydaySpanish,studentsexploredcolloquialexpressionscommonlyusedby nativespeakersininformalsettings.Thisactivityaimedtomovebeyondtextbooklanguage,givinglearnersa moreauthenticunderstandingofrealworldcommunication.Todemonstratetheirlearning,studentscreated humorous and visually engaging posters to show these expressions, along with their meanings, typical contextsofuse,andexamplesentences
G10SpanishContinuation
Students have extended their knowledge of key and varied vocabulary this year by discussing their well-being, the future of our planet and describing holidays.TheyhavepractisedavarietyofPast,Present andFuturetensesandmorecomplexgrammaticalstructuressuchasthePresentofSubjunctive.Theyhadto reflect on their lifestyle and actions to take tocarryahealthierlife.Wediscussedenvironmentalproblems andactionswecantakeathometohelp.Whilstduringthislasttermwedescribedourholidaysandplanned foratriptoaSpanishspeakingcountry Thestudentshaveengagedwellwithtopicsintegraltotheirlives
Grade9Studentshavecontinuedtheireconomiclearningjourneyandcompletedtheirfinalunit,Improving People's Lives. The unit has allowed students to explore how governments, businesses and other organisationscanreducepovertyandimprovethewell-beingofallcitizensinsociety.
Theyhavefinishedtheyearbyproposingandpresentinganeconomicdevelopmentplanforaregion,stateor community in a country of their choice. This task has allowed students to draw on all the Economic knowledgeandconceptswehavecoveredovertheyear.
EconomicsforSocialChange-G10
G10EconomicsforSocialChange
Our Economics for Social Change course has recentlycompletedanengagingunitontheGlobalEconomy, focusing on international trade and exchange rates Grade 10 students explored the intricacies of global markets, gaining an understanding of how trade impacts economies and the significance of currency fluctuations.
Additionally, our immersive learning trip to the Monetary Authority of Singapore provided students with valuable insights into the country's financial regulatory framework and helped reinforce the theory and concepts we covered during a unit on Engineering Economic Growth. The visit to the Maritime Museum complemented this experience by highlighting Singapore’s role as aglobaltradinghub.Theseexperiences have deepened their understanding of the global economy's dynamics and Singapore's pivotal role in internationaltrade.
TheGrade10historystudentsarefinishingtheirIsrael-Palestineunitbyconnectingtheirpriorlearningofthe history in the region to some key questions related to the current escalationintheconflict Theactivityis outlinedintheboxonthele ,andthequestionpromptsusedareintheboxontheright.Thepresentation requiredstudentstotakeapresentdayissue,explainthepastcausesofit,andthenmakepredictionsasto what might happen in the future Again, it is framed around this quote: “Life can only be understood backwards,butitmustbelivedforwards.”
StudentskickedoffthetermwiththeirSustainableFinancingunit, where they produced Kickstarter-style crowdfunding campaigns for their model social enterprises Each group created a professionally cra ed 2–4 minute video and a visually engaging brochure outlining their enterprise’s mission, the SDG goal it addressed, and how funds wouldbeusedtodrivesocialimpact Through this project, students developed their ability to communicate purpose, structure financial appeals, and engage potentialbackerswithclarityandprofessionalism.
Building on these skills, students also participated in a high-energy seasonal pitch activity. With just 15 minutes to prepare and only a whiteboard, they developed one-minute product pitches that aligned with their enterprise’spurposewhiletappingintothespiritoftheHariRayaandEasterholidays.Thepeer-voted activitysparkedcreativity,spontaneity,andastrongsenseofcollaborativeproblem-solving.
Beyond the classroom, students visited Bettr Group, a pioneering Singaporean social enterprise that uses coffeeasaplatformforemploymentandsustainability.Thevisitofferedstudentsfirsthandexposuretohow inclusivehiring,ethicalsourcing,andvalues-drivenbrandingcometogetherinapurpose-ledenterprise and yes,thecoffeetastingwasadefinitehighlight!
We also welcomed several inspirational guest speakers to enrich students’ learning Olivia Cotes-James, founder of LUÜNA, shared the story behind her menstrual health social enterprise, offering honest insights into entrepreneurship, gender equity, and impact measurement Later, Gayathri Ramaswami,founderofAllHandsTogether,spokeabouttherealitiesofrunning a social enterprise in the education sector, covering everything from HR and marketingtofinanceandoperations BacktoCourseMenu
StudentshaveproducedmultiplePatchworks(end-of-unitprojects)suchaspodcasts,videos,essays,andtalk shows In all of them, students combined personal stories with empirical evidence, such as peer-to-peer review articles, and experts' interviews to explore,understand,andcriticallythinkabouttheinteractionof theirexperiences,science,andbehavior.
● DuringtheBodyImageandSocialPressureinquiry,classeswrotecommentariesanddesignedslide decks that traced how idealised media images can shape eating attitudes; their work compared risk-and-resiliencefindings,weighedalternativeexplanations,andfosteredthoughtfuldiscussion.
● Stressasanegativeandpositivementalhealthvariable.Wereviewtheinteractionsofstressorsand the importanceofunderstandingtheroleofthinkingandperceptionsasmediatorsofthestress experienceintheinterplaybetweenpersonalcapacityandenvironmentaldemands.
Through varied pathways, students cra patchworks on topics aligned with their interests. Minnie, for example, produced a video exploring the research question: How does acute stress influence short- and long-termmemory,andhowmighttheseeffectsdifferacrossagegroups?Thecollagebelowcapturesher thinkingprocess,highlightingherconceptualdepthandcriticalinsight.
Students consistently referenced empirical research, critically assessed its strengths and limitations, and communicatedtheirfindingsthroughpodcasts,essays,andlivedebates.Theseexperienceshavesharpened theirabilitytolinkpsychologicaltheoryandempiricalevidencetoreal-worldquestions,preparingthemfor deeperinquiryandthecreationofpractical,context-specificsolutions.
- "When we feel like we don'tfitintobeautystandards,anxietytakesover;ourbrainstartsfilteringreality throughanactivelens,makingusbelieveourbodyisn'tgoodenough."
- "Chronic stress, o en a result of discrimination, can overwork the HPA axis and contribute to anxiety, depression,andotherhealthconditions"
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Psychology-G10
G10PerformancePsychology
Over the past year, students have explored how psychological science can improve performance, support ethical leadership, influence decision-making, and create positive change in their communities. Each unit Maximising Me, Learning to Lead,Persuasion,andBetheChange invitedstudentstomovebetween personalreflection,academicresearch,andappliedpsychology.
Students have produced multiple Patchworks (end-of-unit projects) such as podcasts, experiments, infographics,andvideoexplainers.Ineachcase,studentswerechallengedtoconnectlivedexperiencewith scientific theory This o en involved designing original research tools, conducting field experiments or interviews,andanalysingtheresultsusingterminologyfromcognitiveandsocialpsychology.
In Maximising Me, students investigated the science of memory, motivation,andmentalrehearsal.Theytestedrecallstrategieslike spaced practice and interleaving, explored the neuroscience of procrastination, and trialed goal-setting and positive self-talk as interventionstoboostacademicandpersonalperformance
In Learning to Lead, students explored the psychology of leadership, including how communication style, autonomy, and diversityinfluenceteamsuccess.Classesengagedwithmodelslike transformational leadership and Tuckman’s stages of team formation, using these frameworks to analyze real-world leaders andreflectontheirowngroupdynamics.
InthePersuasionunit,studentsexaminedhowlanguage,emotion,andsocial cuescaninfluencedecision-making sometimeswithoutourawareness.They tested techniques like priming, reciprocity, and social proof, while also engaging in thoughtful debates about the ethics of influencing behavior withoutconsent
The year culminated in BetheChange,astudent-ledinterventionprojectin which groups identified a problem, investigated its causes, and designed evidence-informed strategies to address it. Projects included campaigns to reduce social exclusion, increase healthy digital habits, and promote sustainability.Eachinterventionwasgroundedinethicalpracticeanddrewon learningfromearlierunits.
-“We used social proof in our intervention by showing how many people were already reducing their phone use itworkedbetterthanweexpected.”
-“Our campaign used reciprocity giving something before asking and it really changed how people responded.Itfeltpowerful,butitalsomadeusthinkabouttheethicsofinfluence.”
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IntegratedScience-G9
G9IntegratedScience
TermthreehasprovidedGrade9withtheopportunityt ithh bi l th hth B3 B w to
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Students here are identifying the glands responsible for the secretion of hormones which support the menstrual cycle Somestudentsthen wentontoresearchandpresentonthemedicinal uses of hormones in treatments for diabetes and e
IntegratedScience-G10
G10IntegratedScience
StudentsaretakingtheopportunitytoroundouttheyearbydevelopingtheirpracticalskillsthroughtheC3: Rates of Reaction unit and P3: Mechanical Universe Both units are exposing students to newandmore developed practical skills and experimental techniques. The extensive time engaging with the scientific method has given students an opportunity to reflect on the progress of their practical skills across the IntegratedSciencecourse
Studentshavebeenexploringtheentiremedicinaldrugdevelopmentprocess,learninghowcompoundsare identified,tested,andrefinedbeforetheyeverreachapharmacyshel d on how many medicines originate from plants,andhowchemistsu to extractandstudyactivecompounds.
Recently,ourbuddingchemiststookonahands-onchallenge:extractingaspirin-likecompoundsfromleaves found right here on our school campus Using scientific techniques such as solvent extraction and colorimetry, students were able to determine the concentration of aspirin within the plant material. This practical experience notonlydeepenedtheirunderstandingoforganicchemistryandanalyticaltechniques butalsohighlightedhowthenaturalworldcontinuestoinspireinnovationinmedicine
Grade10PhysicswillberoundingouttheyearwithanexplorationofNuclearandParticlePhysics.Students will have the opportunity to dive into 20th and 21stcenturydiscoverieswhichhaveshapedglobalenergy, politics and society. Nuclear physics is arguably the most emotive area of science, and physicists have a responsibilitytounderstandthesubjectbeforeformingeducatedopinions
ExploringEinstein’sworkandthemass-energyequivalencebuildsontheirlearninginG9Integratedscience looking at nuclearfissionreactors,andprovidesaquantitativeexplanationbehindtheimmenseamountof energy that can be harnessed through nuclear processes. Students will then explore the work done in pursuingtheStandardModelofparticlephysicsandtheresearchfromparticleaccelerators,suchastheLarge Hadron Collider, to be introduced to the most fundamental building blocks of the universe, whilst also providingabridgetoideasinIBPhysics.
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ComputerScience-G9
G9ComputerScience
This term, students had the opportunity to pursue a self-directed project, choosing between a research investigationorapracticalprogrammingchallenge.Theaimwastoextendtheirunderstandingbyexploringa topicofinterestingreaterdepth,eitherthroughinquiryorthroughbuildingaworkingdigitalproduct.
Most students opted for the programming route, applying the skillstheyhaddevelopedacrosstheyearto create games, tools, and interactive applications Projects ranged from detective games and football simulators to chat apps and mood trackers, with many students making use of Python libraries such as Pygame,Tkinter,andsocketprogramming.Someshowedingenuitybycombiningelementslikenetworking andgraphicaluserinterfacestobuildmoresophisticatedsystems
Others chose to investigate deeper technical questions through research, exploring topics such as how blockchain technology works, how networks can be optimised, or how security threats are detected and mitigated.
This term, Grid 10 students embarked on independent projects, buildingontheirskillsinJavaScript,server-sideprogramming,and machinelearning Thispartofthecourseisconsistentlyahighlight, asstudentsaregiventhefreedomtopursueadirectionthatexcites them - whether through research or the creation of a working product
Some students chose to investigate ambitious questions through research Notable projectsincludedanexplorationofhowsocialmediapostscouldbeused to detect and warn of natural disasters in developing countries with limited infrastructure Others took deep dives into the ethics and implications of artificial intelligence, data privacy, and cybersecurity, examiningboththepotentialandtherisksofemergingtechnologies
The majority chose to build practical applications linked to their own passions and interests. Projects includedawellnesstrackerformentalhealth,adietaryandfitnessrecommendationapptailoredforaspiring professional footballers, as well as a wide range of creative games and helpful tools aimed at improving everydaylifeforyoungpeople.
Each dancer selectedastyleoftheirchoiceandcreatedanoriginalperformancepiecethathighlightedfive definingcharacteristics,suchasrhythm,posture,musicality,footwork,oruseofspace.Theresultwasarich and diverse celebration ofglobaldancetraditions,witheachperformanceofferinginsightintothecultural, technical,andexpressiveelementsthatmakeeachstyleunique.
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Dance-G10
G10Dance
Last term, Grade 10 Dance students stepped beyond the stage and into the world of dance on screen Throughthestudyofdancefilm,studentsexploredhowmovement,cinematography,editing,andsettingcan worktogethertoenhancestorytellingandartisticexpression.A eranalysingprofessionalexamples,students developed their own concepts, choreographed original movement, and directed, filmed, and edited short dance films. This unit allowed students to experiment with perspective, location, and visual composition, resultinginpowerfulandcreativeworksthatreflecttheirartisticvoicesasbothdancersandfilmmakers
This term, our dancers explored both a familiar and an unfamiliar dance style of their choice.Drawingon personal experience and research, students looked attheorigins,culturalcontext,anddefiningfeaturesof each style before translating their understanding into a unique performance piece. Each choreography showcasedfivekeycharacteristicsfrombothselectedstyles,rangingfrommovementqualityandmusicality to post re rh thm and seofspace Withst lesincl dingBallet Contemporary,Jazz,HipHop,Broadway, usionoftechniquesandperspectives, e
In the Directing the Greeks unit, last studentsexploredhowclassicalGreektheatr be made relevant to contemporary audienc recontextualizing ancient plays, with part focus on the role and functions of the G chorus. The unit challenges students to exa how cultural context informs dramacreation encourages them to experiment with dram techniques to create modern interpretations of Greek plays. Through a series of practical engagements,includingchoralexercises,blocking scenes,anddevisingperformances,studentshave learned how to incorporate modern societal issues into ancient texts. Students worked in groups to recontextualize scenes from The Odyssey The unit emphasizes effective collaboration between directors, designers, and performers, highlighting how these elements contribute to communicating the intended message of the performance.
Grade10studentshavealsoexploredtheworkofAntoninArtaudandhisTheatreofCruelty,focusingonhis philosophies, influences, and key theatrical elements. Through both practical exercises and independent research, and by responding to the poem stimulus, The Last Tree by Angie Farrow, the students have deepenedtheirunderstandingofArtaud'stheoriesanddevisedtheirownTheatreofCrueltypiece,usingthe philosophies and techniques they had learned. The process required students to reflect on their development,fromresearchtocreation,andtoworktowardsafinalperformance BacktoCourseMenu
Thisterm,Grade9studentshavebeenexploringFoodSustainability,specifically,thetopicofunsustainable and endangered foods. They are learning how certain foods are produced in ways that harm the environment,aswellashowsomefoodsareatriskofdisappearingduetofactorslikeclimatechange,habitat loss, and monoculture farming. Through class discussionsandactivities,studentsaredevelopingadeeper understanding of the impact our food choices have on the planet To consolidate their learning, students completed a sustainability taskwheretheyexaminedcurrentfoodsystemsandproposedideasforhowwe canshi towardsmoresustainableandresponsiblefoodpractices.
FoodScienceandNutrition-G10
G10FoodScienceandNutrition
This term, Grade 10 students have been exploringtheroleoffoodadditivesinenhancingflavor,extending shelf life, reducingwaste,andmaintainingtaste,texture,andappearance Understandingtheseadditivesis crucial for promoting environmental sustainability by minimizing food waste and supporting the food industry economically In addition to thisknowledge,studentsarealsolearninghowtopreservetheirown food.Somehavetestedmakingkimchifromfermentedvegetables,whileothershavecreatedavarietyofhot saucesusingdifferenttypesofpeppers.OnestudentspecificallyinvestigatedtheeffectofpHontheprocess ofspherification,aculinarytechniquethatcreatesediblepearlswithathin,solidouterlayerencapsulatinga liquid center, resulting in a delightful burst of flavor. Together, these investigations highlight the intricate relationships between chemistry andculinaryarts,demonstratinghowstudentscanapplytheirlearningto bothtraditionalandinnovativefoodpractices.
GraphicDesign-G9
G9GraphicDesign
In our Image: Narrative & Storytelling unit, students explored the art of visual storytelling through Photoshop multiple exposure and digital collage techniques Students chose from three projects:creating climatechangelandscapesthatvisualisedenvironmentaltransformation,designingvisualinterpretationsof poems or lyrics, or cra ing mythical creatures through digital artistry Each project allowed students to demonstrate their technical skills whilstexpressingtheiruniquecreativevision.Studentsthentransformed their digital outcomes into wet photography prints by creating striking cyanotypes, adding a beautiful traditionalphotographicelementtotheirdigitalwork
InthePackage:Surfaces&Structuresunit,Grade10studentsexploredpackagingdesignthroughthelens ofOpArt, astyleknownforitsboldpatternsandopticalillusions.Theylearnedhowtodesignpackagingthat not only captures attention but also connects with a specific audience. Throughout the unit, students exploredhowelementslikecolour,shape,typographyandlayoutcanenhanceconsumerengagement.Their finaloutcomesincludedprinted,3D-renderedpackagingprototypes,digitalandphysicalpostersoftheirfinal designs,alongwithprocessportfoliosdocumentingtheirjourneythroughtheproject.
In the Create unit, students undertook a self-directed personal design project in their chosen specialist designarea,includingtypography,illustration,branding,advertisingorpackaging.Throughthisproject,they demonstratedtheirunderstandingoftheoreticalandcreativeprocessestocreateeffectiveandaccomplished design outcomes. Students researched, planned, developed project briefs and evolved their ideas into concepts and visual outcomes. Their final work showcased professional execution and output whilst reflec i h i i di id l i l
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InnovationEngineering-G9
This term, the Grade 9 Innovation Engineers deepened their theoretical understanding across topics such as electronics, mechanisms, advanced microcontrollers,andsystems
A er the break,returningstudentswillpublishalessonorminiprojectonline, making it essential they explore both design and fabrication hands-on Their work at this stage is intentionally messy, prioritising learning over polish. In Grade10,theybegintorefinetheirskills,producingmorecohesiveandfinished outcomes.
S
Aditya
Aarav
Innovation@East-G9-10
F1 in Schools (Now named as STEM Racing)
Several of our Grade 9 and 10 students have had the opportunity to puttheirInnovationEngineeringand ProductDesignskillsintoactionoutsideoftheclassroom
This year, Innovation@EAST supported three student eamsparticipatinginSTEMRacing(formerlyknownas F1 in Schools), a global STEM competition that challenges students to design, build, and race miniature CO₂-powered cars using industry-standard engineering tools. The teams took part in a friendly nter-school event hosted by Dulwich College Singapore, gaining hands-on experience in design, manufacturing, project management, and teamwork. Buildingonthiscollaboration,thethreeteamswillnow combinetoformoneofficialentry,whichhasbeensuccessfullyregisteredforthenationalfinalsinNovember.
"I’vealwayslovedbuildingthings,notjustforthesakeofmaking,buttoexpressideasIcouldn’t always put into words. STEM racing gave me that outlet. Iwantedtotakemycreativity,past ideas, and into a product. Into something real. Innovation@EAST gave me the spaceandthe toolstodoexactlythat Atfirst,Icameinwithbigideasandnotalotoftechnicalexperienceto facilitate them.Myearlydesignswererough,half-formedconceptsandalotoftrialanderror. Buteverytimesomethingdidn’twork,Ilearned,adjusted,andtriedagain,growingwithevery failure. Innovation wasn’t just a process, it was a way for me to turn ideas into reality and imaginationintoimpact.
Thankfully, I wasn’t alone through the process My teachers, Mr Weaver andMrWalker,were there throughout the entire process. Not just supervising, but encouraging. They always remindedmethatinnovationisn’taboutgettingthingsperfectthefirsttime It’saboutpushing boundaries,andtakingrisks Theirsupporthelpedfuelmypassionforinnovation,eventhrough setbacksandchallenges.Innovation@EASThelpedmeturnideasintoimpact anditshowed me that creativity, when combined withtherighttoolsandpeoplewhobelieveinyou,cango muchfurtherthanyouexpect." JasperLau,Grade10 Youcanseetheeventphotoshere(youwillneedyou@gappsaccounttoaccess)
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InnovationEngineering-G10
G10InnovationEngineering
The Grade 10 Innovation Engineers have been hard at work finalising their Personal Projects for the year, showcasing a wide range of skills and creativity These projects reflect months of independent learning, problem-solving, and hands-on application. Students explored diverse areas such as Architectural Competitionsinvolvingtemporaryurbanstructuraldesign,3Dsolidmodellingandphotorealisticrenderingin Fusion 360, the principles and construction of electromagnets, F1 in Schools aerodynamics andbranding, andthedesignandprototypingofelectroniccircuits.
The following students have attached their portfolios for you to take a look at. Special mention goes to Anaaya as she was awarded the Design and Make Judge’s Prize in the “Make it Temporary” Instructables competitionforherinnovativeandsustainableapproachtotemporaryarchitecture.Herprojectfocusedona Temporary Urban Farming Greenhouse Infrastructure, addressing the need for adaptable food-growing solutionsincityenvironments
Elizabeth Hrishikesh Maxim Matthew
Hollen
Anaaya
Krisha
G9Music
Inthesecondhalfoftheyear,ourGrade9Musicstudentshavebeendevelopingtheirskillsasmulti-faceted musicians. Integrating skills in composition, performance and analysis, the students developed aseriesof videosinvestigatingaselectionofpieces,stylesandmusicaltechniques Aspartofthevideoallstudentshad to compose examples, perform sections of their chosen music and analyse sections of pieces in a YouTube-stylepresentation
G10Music
Grade10Musicstudentspresent:MusicforSpaces
term, the Grade 10 students leted the recordings of their string etarrangements.Theyearendedwith cellentperformanceoffcampusatthe studios. The concert featured small p performances from all 30 music nts, as wellasfourbiggerensembles ng music from a range of cultural grounds. The students performed s from India, Bulgaria, the Andes tainsandmore!
Throughouttheunit,studentsengagedinfieldrecording,sampling,andsounddesignusingelectronicmusic production They studied how sound can promote well-being and emotional connection, and created compositions to enrich or reimagine familiar campus spaces from elevators and corridorstofoyersand stairwells
Installationswerecreatedatvariouslocationsaroundcampus,eachaccompaniedbyanartiststatementthat sharesthestudent’sinspirationanddesignprocess.Membersofthecommunitywereinvitedtoexplorethese spaces at their own pace - listening andreflectingonhowsoundinteractswiththespace Wehopedthese soundscapes offered moments of curiosity, calm, and connection as people moved through our shared environment.
Students began by conducting in-depth research to establish clear parameters and develop precise, measurable specifications for their designs. A significant emphasis was placed on human factors, where students explored anthropometrics and the physical requirements of the user to ensuretheirdesignsmet ergonomicstandards Theiterativeprocessallowedfortestingandrefinementofdesignconcepts Students learnedtoclearlyarticulatetheirdesignsolutionsthroughdetailedexplodedviewsandassemblydrawings, complete with precise labeling ofparts,ensuringtheirinnovativeideaswereunderstandablebybothusers andmanufacturers.
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ProductDesign-G10
G10ProductDesign
Our Grade 10 Product Design students have embarked on an excitingjourneyexploringthe"Catalystsfor Creativity".Studentshaveinvestigatedwhereideascomefrom,examiningvariousstrategiesthatdesigners usetoinnovateandsolveproblems.
One particularly fascinating area of study has been Biomorphic Design (Nature Inspired Design). Students were challenged to take inspiration from the natural world and propose a design idea through research, prototyping and presenting their concepts. This involved exploringhowdesignscanbeinspiredbynatural elementsandprocesses.
The exhibitionwillfeatureadiverserangeofstudentworkfromUWCGraphicDesign,UWCVisualArt,GCSE Fine Art, and GCSE Graphic Communication. Artworks on display will include illustration, cardboard sculpture,ceramics,painting,printmaking,cyanotypes,drawing,digitalart,andgraphicdesign
All parents, family, friends, students, and staff are warmly welcome to attend and celebrate thecreativity, skill,andthoughtfulnessofouryoungartists.
PeacehavenCommunityProject
OurGrade9VisualArtstudentsarecurrentlyworkingdiligentlyonthenextphaseoftheircommunity-based collaboration with Peacehaven Nursing Home. Building on insights gathered during their site visit and interviews with staff and residents, students are now developing illustrations designed to bring warmth, comfort,andathoughtfulaesthetictosharedspaceswithinthenursinghome.Thisprojectnotonlydeepens theircreativepracticebutalsofostersempathy,purpose,andreal-worldapplicationoftheartsinmeaningful communitycontexts Welookforwardtoseeingtheirfinalartworksinstalledandsharedlaterthisterm
Wearedelightedtoinviteyout openingonWednesday,19June at 3:30pm, 6th floor of A Bloc erserangeofstudentworkfrom UWC Graphic Design and UWC llustration,cardboardsculpture, ceramics, painting, printmaking, cyanotypes, drawing, digital art, and graphic design. All parents, family, friends, students, and staff are warmly welcome to attend and celebrate the creativity, skill, and thoughtfulnessofouryoungartists BacktoCourseMenu
G10UWCProject
TheUWCProject-G10
Interm3,studentshavebeenworkingontheirUWCProjectactionplans,findingleveragepointsforchange fromtheirsecondaryresearchandqualitativeresearchstudies. Intheiractionplans,studentsarechallenged to consider sustainable changes within their sphereofinfluenceandhowtheycan utilisetheiruniquetalentsandnetworksto aidthemintheirefforts.
Over the year, we have analysed and evaluated the creative ways otheractivists have approached this work, learning from their successes and failures. These case studies serve as sources of inspiration as students consider theirpurpose,audience, and approach in designing a meaningful actionplanforchange.
Intheiractionplans,studentsaretacklinga range of issues such as food waste, water shortages, AI’s role in cultural erasure, lonelinessinhighschool,sleepdeprivation, phone hygiene, support for neurodiverse learners, and gendered parenting - just to name a few On June 23rd, students will share their learning journey with their parentsandpeers,celebratingtheirincredible
